Improve the efficiency of learning in english class 8,9 through the old post test all the students in the class

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ
PHÒNG GD&ĐT THỌ XUÂN

SÁNG KIẾN KINH NGHIỆM

TÊN ĐỀ TÀI
"IMPROVING THE EFFECTIVENESS OF LEARNING
ENGLISH IN GRADES 8 AND 9 BY CHECKING OUT
THE OLD TEXT FOR ALL STUDENTS IN THE CLASS"

Người thực hiện: Lê Duy Ninh
Chức vụ: Giáo viên
Đơn vị công tác: Trường THCS Xuân Giang - Thọ Xuân
SKKN thuộc lĩnh vực (môn): Tiếng Anh

THANH HOÁ NĂM 2018

1


INDEX OF CONTENTS
Contents

Page

1. INTRODUCTION

2

1.1. The reason for choosing the topic

2

1.2. The aim of researching

2

1.3. The subject of researching

3

1.4. The method of researching
1.5. New points of experience

3

2. CONTENTS

3

2.1. Theoretical bases of the research problem

3

2.2. Status of problem

4

2.3. The solution and implementation measures

6

2.4. Control results

14

3. CONCLUSIONS - RECOMMENDATIONS

15

3.1. Conclusion

15

3.2. The recommendations proposed

15

The references

17

3

2


1. INTRODUCTION
1.1. The reason for choosing the topic
Today, integration and globalization are becoming common trends in all
countries in the world, including Vietnam. In order to achieve good integration,

all countries must have a common voice and a common language in the
communication process. Currently English is considered the most widely spoken
language in the world, as nearly 60 countries use English as the primary
language of their mother tongue and nearly 100 countries use English as a
second language, so English increasingly plays a very important role in the era
of globalization.
However, teaching and learning English so that every Vietnamese can use
fluently in the process of communicating with foreigners is a very difficult issue
for each of us. English has been taught in the school for many years, but almost
learning English with new students just stopped at the level of learning to deal
with scores, exams. Most of them are not really enthusiastic, passionate and see
it as a second language to use fluently to communicate. In recent years, there
have been many new methods of teaching English in schools, but most of the
methods are still traditional, leading to ineffective teaching and learning. The
search, innovation and improvement of teaching methods of each teacher in
order to improve the quality of teaching and learning English, through which to
meet the needs of learning and cultural exchange of people have, It is a very
regular and important job.
As an English teacher at a junior high school, I always thought about
how to teach English so that students would be interested in giving them the
passion, becoming self-conscious. Helping children learn English effectively.
Therefore, after a period of experimentation and stable results, I boldly applied
the new teaching method to English grade 8,9 which is test old post for all study
in the class instead of the traditional method are just a test on some students of
the class to improve the efficiency of learning English, giving students the
chance to compete at the beginning of the period, through which to help them
have the interest and passion in learning English. For that reason, I chose the
topic "Improving the effectiveness of learning English in grades 8 and 9 by
checking out the old text for all students in the class" to study and share with the
colleague.

1.2. The aim of researching
Help all students in the classroom get to grips with the knowledge they
have gained from previous assignments before entering a new unit.
It gives the whole class the competitive edge of learning, passion and
excitement at the beginning of the period, there by improving the quality of the
class for all students in the class.
1.3. The subject of researching

3


Grade 8, 9 in junior high school.
1.4. The method of researching
The research method consists of the following five research methods:
- Observation method: The researcher conducts the research himself,
conducting class attendance of his colleagues.
- Methods of studying references, textbooks, standardized materials,
English language skills.
- Experimental method: Teachers conduct experiential teaching for each
purpose, specifically, a number of lessons.
- Method of investigation: Teachers ask questions to assess and assess the
content of the students.
- Method for organizing students in pairs, group discussions on each topic
of each lesson.
1.5. New points of experience
In the time allocation of a period, usually the time spent examining the old
post for a very small fraction, only four to five minutes. So in this lesson, one
lesson can only be used to test a few students, the rest of the class is not tested
and they have to wait for the next lesson. There may be students after a lot of
classes to check the old post. This situation will gradually lead to the children do

not often study the lesson before going to class, which is one of the reasons for
the decline of passion and enthusiasm for learning English in junior high school
students.
For that reason, after a period of experimentation and steady results, I
boldly applied the old test method to all students in the class instead of the
traditional method of testing only one number of students in the class. Through
this method, I would like to improve the efficiency of learning English, giving
emotion to emulate right from the beginning of period, through which to help
them have the interest and passion in learning English.
2. CONTENTS
2.1. Theoretical bases of the research problem
Lower secondary school in the early stages of the language learning
program to continue the characteristics of this course is very difficult compared
to other subjects, posing a requirement for each student is very high, so It is
difficult for each student to achieve the desired result. Especially for rural
students. Apart from some students look at a foreign language like a myopia
without glasses. We can give a concrete example: Students must write and read
Vietnamese fluently as it is their mother tongue (except for those who do not go
to school, not literate). Also, why is English ? It is a dilemma. So, in fact a lot of
students do not come up with this topic.

4


Checking all the regular activities in the classroom takes up a lot of time,
but it is not unimportant because it helps them consolidate old knowledge in
preparation for learning new knowledge. Examination of all the traditional
methods is usually a test can only be 2 or 3 students, too little, students will
learn more thinking to solve more than by the method to test all the students in
the class. Applying this method teachers can test all four skills of listening,

speaking, reading, writing, and vocabulary, grammar, vocabulary, etc. Only
through additional testing activities.
2.2. Status of problem
2.2.1. General Situation
General education, teaching English in special subjects in recent times has
really received the attention of the whole society, parents of students. In
addition, the school board and specialized school groups have closely and
closely guided the system and the active teaching methods have been
significantly contributed by teacher training institutions to improving the quality
of teaching.
However, teaching innovation is not a viable solution as soon as the old
teaching methods have become routine for a long time in our country.
2.2.2. The situation for teachers and students
a) For the teacher
Innovative teaching methods have been a new requirement of the
education industry in recent years, which has inspired teachers, many teachers to
actively learn and apply in their teaching. Examining all of their old methods
"whole class" is a new form that can inspire both teachers and learners to
improve the quality of instruction. However, not every teacher can put it into his
lesson, not to mention the inclusion of an effective way. In addition, "whole
class" methods require teachers to be positive, creative to match the
requirements of the old test activity - an activity many teachers work only
during school hours.
b) For the students
Through teaching practice in junior high school. I realize that the present
status of teaching and learning languages is very difficult today, expressed
through the ability to use the language and the quality of learning, Lower
average requirements. In addition, they were born in rural areas, especially in all
media and academic activities. So you start learning a new topic - in English most of them are very excited, this is the course has its own characteristics that
other studies do not have. But their attention gradually declined at the end of the

first semester of grade 6, and began the second semester and gradually became
aversion in grades 7, 8, 9, leading to learning how to cope, not even learning.
The expression starts with the following main reasons:
- The overall program of all overwhelming subjects for students.
5


- Conditions and means of teaching and learning difficult subjects,
especially in disadvantaged areas of the commune in the district.
- English is a course that has characteristics different from all other
disciplines and requires skills that do not exist. For junior high school students,
to meet those skills is not easy.
- Learning English for junior high school students is based on the same
knowledge of the Vietnamese people but knowledge is not always the teacher of
students. In addition, when talking about English, in their thoughts on the
concept of "not having done the Vietnamese language talking about learning a
foreign language", that is the misleading prospect of many students and even
parents.
However, the most important causes for the current situation are very
difficult due to the concerns of students, learning lazy learning how to cope with
the test - especially the daily test. While checking old posts (with mouths) daily
for all students is impossible, because the class is only 45 minutes. According to
the regulations of the foreign language class 8, there are only 3 periods/week,
and class 9 has only 2 lessons/week so each student only tests 6-7 times/
semester. The old traditional methods can only test an average of 2-3 pupils per
week, so the probability of 1 student checking in each class is very low and
Some students do not test these students often expect to be lazy but do not study
and still do not want to get bad grades.
Therefore, if the student knows the date I check the old posts, it forces the
student to study and the results are better. From the current situation, I was

thinking, wondering how to get all students to check the old post while still
maintaining the specified time of a class. So, I boldly made the experience
"Improving the effectiveness of learning English in grades 8 and 9 by checking
out the old text for all students in the class".
Current situation: At the beginning of the 2016 - 2017 school year, when I
was assigned to teach English in grades 8 and 9, I realized that many of my
students were not interested in the subject, just learning. This is the results of
surveys of grades 8A and 9A at the beginning of the 2016-2017 school year.
Class TNOS
8A
9A

32
28

Excellent
No
%
0
0
1
3,5

Good
No
%
9
28,1
8
28,5

Average
No
%
16
50.1
13
46,6

Weak
No
%
7
21,8
6
21,4

2.3. The solution and implementation measures
2.3.1. The solution implemented

6


Previous methodology is how the whole class can test all students present
for a short time. Through research and testing in a number designated to teach
classes that I can apply this method in a number of specific measures as follows.
a. Checking vocabulary: in the form
- Call the students in the classroom or write them up on the board.
- Read 2 lines with 2 Vietnamese words and ask students to write in
English.

- Read terms in English compared to listening and recording students. Ask
students to write words related to a particular topic.
b. Checking spell: In the form of
- Teachers read, students listen and record.
- Students view textbooks for copy.
c. Checking write by topic: Appearance
- Ask students to write about the topic.
d. Checking grammar: Form
- Check your sentence structure.
e. Checking translation: Appearance
- Read or copy the sentences on the board, ask students to translate from
Vietnamese into English and vice versa.
f. Illustrated lesson
2.3.2. Measures for implementation
In the process I have done all the old tests applied by means of the whole
class and have obtained some possible results. These are just a few examples
that I learned in grade 8 and 9 in school.
a. Preparation
- The teacher prepares a checklist for all students to check for existing
exams in the paper.
- The teacher arranges "even quirky" seating for the students without
causing any negative issues with the two students sitting side by side or looking
at, see below.
- The teacher prepares 2 topics (enough for students to reach maximum 5
minutes).
b. Checking
b.1. Checking vocabulary (no more than 4 minutes 30 seconds)
- Check the students sitting in place to prepare paperwork. Teachers check
vocabulary by reading the teacher's words in Vietnamese and ask students to
write in English.

Example: (Unit 7 - Period 46- English 9)

7


Tiếng việt
Tiếng Anh
1- chiếm, là yếu tố của
1 - account for
2- đồ dùng, dụng cụ, đồ gia dụng
2 - appliance
3- hoá đơn
3 - bill
4- bóng đèn tròn, bóng đèn đỏ
4- bulb
5- tiết kiệm được năng lượng
5 - energy-saving
b.2. Checking spell (No more than 4 minutes)
Teachers give out the paper to the students, the teacher reads the sentences
below twice and asks the students to write in the paper, the teacher checks the
results by crossing the marks for the students to mark each other.
Example: (Unit 5- Period 26 - English 8)
+ Tim was out when his mother called him
+ Tim's mother wants him to improve one thing
+ Tim promised to try his best in learning Spanish.
+ Who help him with his homework?
b.3. Checking write by topic
- Ask students to write words related to that topic. (No more than 5
minutes).
Example 1: (Unit 3 - Period 15 -English 9)

Countries
Countries

- I live in a village. It's not far from Sao Vang Airport. The village lies
near the foot of a mountain and by a river. Many people go there on weekends to
have a rest after a hard working week, the journey to the village is very
interesting. People have the chance to travel between the green paddy fiel and
cross a small bamboo forest before they reach a big old banyan tree at the
entrance to the village.
- In this example the students review some words in the paragraph such
as: Lies; a rest; journey; cross; bamboo forest; a big old banyan tree; at the
entrance.
Example 2: Unit 1 - Period 2 - English 9. (No more than 4 minutes)

friends
friends
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I have a friend. Her name's Hoa and she is fourteen years old. She lives in
Tho Xuan with her mother, father and her elder brother. She is tall and thin and
has long black hair. She is sociable and helpful...
b.4. Checking grammar
- Check the grammar knowledge learned in the lesson, or check for
expanded articles.
Example 1: (Unit 10 - Period 62 - English 8)
* For example the passive sentences in the present tense and past tense
form.
1. I love my parents.

-> My parents are loved by me.
2. He does his exercise every afternoon.
-> His exercise is done every afternoon.
3. Somebody calls me every day.
-> I am called every day.
4. Sam cleans the floor twice a day.
-> The floor is cleaned twice a day.
* For example the passive sentences in the present perfect.
1. These men have bought the tickets.
-> The tickets have been bought by these men
2. Vicky has found her hat.
-> Her hat has been found Vicky.
3. I have lost my bag.
-> M bag has been lost.
4. We have finished the report.
-> The report has been finished.
Example 2: (Unit 3- Period 19 - English 9)
* For example: Modal "Could” with “wish"
1. I wish I could have a new bike.
2. He wishes he could visit his parents.
* For example: The past simple with “wish”
1. We wish that we didn’t have to go to class on Saturday.
2. I wish I had a computer.
b.5. Checking translation

9


Students read or copy the sentences on the board, teachers ask students to
translate from Vietnamese into English.

For example: (Unit 10 - Period 66 - English 8)
- Tiếng Việt
1. Đầu tiên, mang các lá chè đã sử dụng ra khỏi nồi chè.
2. Tiếp theo, dải lá chè đã sử dụng lên khay.
3. Sau đó, sấy khô các lá chè đã sử dụng dưới ánh mặt trời.
4. Cuối cùng, đặt lá chè khô vào hộp để sử dụng trong tương lai.
- Translate into English
1. First, take the used tea leaves out of the tea pot.
2. Next, remove the tea leaves from the tray.
3. Then, dry the used tea leaves under the sun.
4. Finally, put the dry tea leaves into the box to use in the future.
b.6. Illustrated lesson
* From the illustrated examples I have applied to a class that uses the old
class test instead of the warm up. ''Period 41- Unit 6 - English 9'' with this
content will guide students towards the main content of the unit and students can
develop all four skills of listening, speaking, reading and writting the best way.
ILLUSTRATED LESSON
UNIT 6: THE ENVIRONMENT
Period 41: Lesson 5: write
I. Objectives
By the end of the lesson, students will be able to:
+ Understand the frame of a complaint letter.
+ Write a letter of complaint within 80 - 100 words based on frame and
idea.
II. Language contents
- Vocabulary and Grammar: Words to talk about the environment
solutions.
2. Skills: reading, writing, speaking
3. Attitudes
- To educate students how to protect the environment

4. Forming students’ capacity for
- Wrting a letter
10


- Co-operation
III. Teaching aids
1. Teacher: Pictures, posters, cards, casstte…
2. Students: photo, paper,
IV. Procedures
Teacher’s and Students’ Activities
Step 1: Give/ assign the tasks
T:
+ Asks Ss to answer questions.
How many parts are there in a letter ?
Name them ?
- Ss:

+ Think of the answer of the questions.
Step 2: Perform/ carry out the tasks 
- Ss: Answer the questions and

understand there are four parts in a

letter.
- T: By student understanding, the
teacher asks the students to write a
paragraph containing the full four parts
the topic of environmental damage.
The teacher asks students to include

clean-up activities on the occasion of
the festival, school and local
celebrations.

Target Language
1. Warm up (5 minutes)
How many parts are there in a letter ?
Name them ?
* Answer key.
- There are four parts in a letter.
+ Heading
+ Opening
+ Body of the letter.
+ Closing

Example:
- Cleaning the school yard
- Cleaning the streets/ roads
- Cleaning your living quarter.
Topic:
- I think It would be better if we keep
cleaning the school yard.
+ Goes around the class, listen and - The dirty in the school yard, It will
observe the way Ss work and helps cause pollution, so we can collect
trash, planting trees and flower around
them if necessary.
our school yard.
Step 3: Discuss, present the products
- That's how we can save the
- T: Calls a student randomly, asks him/ environment.

her to give his/ her answers
- Ss: Give the answers.
Step 4: Feedback
- T: Corrects Ss’ mistake or
pronunciation if necessary.
Step 1: Give/ assign the tasks
2. Pre- writing (10 minutes)
- T: + Elicit new words from Ss
a. Pre-teach Vocabulary
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- Ask Ss to:
+ Repeat each word after T in chorus
then individually.
+ Read aloud all new words in chorus
+ Play a game: Rub Out and
Remember to check vocabulary.
+ Ask Ss to keep their books closed
Then provide Ss five sections of a
complaint letter and them to put the
sections in a correct order.
+ Ask Ss to work in pairs to label each
section with the propriate letter: S, C, R,
A or P.
- Ss:
+ Think of the possible meanings of
words
+ Repeat the words in chorus then
individually.

+ Play a game.
+ Think of the answer of questions
Step 2: Perform/ carry out the tasks
- Ss:
+ Calls a student randomly, asks him/
her to give his/ her prediction of
meaning of the new word
+ Asks the whole class and individual
repeat the new words
+ Play a game
+ Put the sections of a complaint letter
in a correct order.
+ Label each section with the propriate
letter: S, C, R, A or P.
- T:
+ Goes around the class, listen and
observe the way Ss work and helps
them if necessary.
Step 3: Discuss, present the products
- T:
+ Asks the whole class and individual to

+ Complain (v) - Complaint (n):
{translation}: phàn nàn
+ Complication (n): điều gây rắc rối
+ Resolution (n) {translation}: sự
quyết tâm
+ Float (v) {picture}: trôi, nỗi bồng
bềnh
+ Prohibit (v) {translation): ngăn cản

* Checking vocabulary: Rub Out
and Remember
b. Outline of a complaint letter.
Situation : states the reason for
writing.
Complication: mention the problem
Resolution:
makes a suggestion.
Action:
talks about future
action
Politeness:
ends the letter politely
c. Ordering
a. Action: Talk about future action.
b. Situation: States the reason for
writing.
c. Poleteness: ends the letter politely.
d. Complication: mention the
problem.
e. Resolution: make a suggestion
* Answer key.
1-b
2-d
3-e
4-a
5-c

d. Reading and matching

12


repeat the new words
+ Ask Ss to play a game.
+ Ask Ss to put the sections of a
complaint letter in a correct order.
+ Ask Ss to label each section with the
propriate letter: S, C, R, A or P
- Ss:
+ Repeat each new word in chorus then

individually
+ Read aloud the new words one by one
in chorus
+ Remember then rewrite the words are
deleted
+ Put the sections of a complaint letter
in a correct order.
+ Label each section with the propriate
letter: S, C, R, A or P
Step 4: Feedback
- T: Corrects Ss’ mistake or
pronunciation if necessary.
Step 1: Give/ assign the tasks
- T:
+ Ask Ss to read the production 6b on
page 53.
+ Ask some questions to make sure the
Ss know what they have to write

+ Ask Ss to write the letter in groups or
individually
- Ss:
+ Read the production 6b on page 53.
+ Think of the answer of some
questions.
+ Think of writing the letter
Step 2: Perform/ carry out the tasks
- Ss:
+ Read the production 6b on page 53.
+ Answer some questions.
+ Writing the letter in groups or

* Answer key:
R - S - A - C - P.

3. While- writing (15 minutes)
a. What do people do in the lake
behind the house these days ?
b. What makes you worried ? What’s
the problem ?
c. To whom do you write the letter to?
d. What suggestion do you want to
make ?
e. Any future plan you want to make?
* Answer keys:
a. They begin to catch fish.
b. They use electricity to catch fish.
c. We write to the head of the local
authorities.

d. We suggest the local authorities
should prohibit and fine heavily
anyone using electricity to catch fish.
e. We look forward to seeing the
protection of environment from the
13


individually
- T:
+ Goes around the class, listen and
observe the way Ss work and helps
them if necessary.
Step 3: Discuss, present the products
- T: Calls a student randomly, asks him/
her to give his/ her answers
- Ss: Give the answers.
Step 4: Feedback
- T: Corrects Ss’ mistake or
pronunciation if necessary
Step 1: Give/ assign the tasks
- T: + Ask Ss to give their writings in
front of the class
- Ss: + Do as T requests
Step 2: Perform/ carry out the tasks
- Ss: give their writings in front of the
class
- T: Goes around the class, listen and
observe the way Ss work and helps
them if necessary.

Step 3: Discuss, present the products
- T: Calls some groups or student
randomly, asks him/her to give his/ her
answers.
- Ss: Give the answers.
Step 4: Feedback
- T: Corrects Ss’ mistake or
pronunciation if necessary

local authorities.

4. Post- writing (10 minutes)
Dear Mr. President,
I am writing to you about the problem
of fish catching in the lake behind my
house.
These days, there have been a lot of
people coming here to catch the fish.
The problem is that they use
electricity to catch fish. This way, I
think, is very dangerous. Right now, if
you come here, you will realize a lot
of fish, small or big, are floating on
the surface of the lake. There are also
some other animals such as frogs,
toads and small birds are killed by
electric sock wave.
I would suggest that you should
prohibit people from catching fish
here. If not, I’m afraid all of the fish

in the lake will be killed in the near
future.
I look forward to seeing your
resolution to this important matter.

14


Yours sincerely,
- T: + Ask Ss to repeat the parts of a 5. Consolidation (3 minutes)
complaint letter
 - Parts of a complaint letter.
+ Give Ss homework
 - Heading
- Ss: + Repeat the parts of a complaint
 - Opening
letter
 - Body of the letter
+ Copy homework
+ Situation - States the reason for
.
writing
+ Complication - Mention the
problem
+ Resolution - Makes a suggestion
+ Action - Talk about future action
- Closing
6. Homework (2 minutes)
- Learn by heart new words and do
exercise into their workbooks

- Prepare the next lesson (language
focus).
2.4. Control results
2.4.1. Thanks to improving the efficiency of studying grades 8, 9 at
junior high school through old posts by checking the "whole class"
- Each application examines the "whole class" in some lessons for grades 8
and 9 in the 2016-2017 school year. I found that using this method has some of
the following effects.
- In line with the viewpoint of innovating teaching methods at secondary
schools.
- "The whole class" helps students to learn positive ways, gradually
positive habit do not think you will learn to cope, not afraid to test the old
mentality.
- Using the "Classroom" teaching English in grades 8 and 9 increases the
interest and confidence in learning the subject for students.
- Due to the number of multiple tests to evaluate the results and classify
students more accurately.
- As a result, the quality of English subjects has improved significantly.
Specifically, the results of the latest test are as follows
Excellent
Good
Average
Weak
Class TNOS
No
%
No
%
No
%

No %
15


8A
32
3
9,3
13
40,6
14
43.9
2
6,2
9A
28
3
10,7
11
39,2
12
43,0
2
7,1
- Compared with the results before applying the old post by checking the
"Class", I found that this method of discipline helped me get a good effect.
- The results, however, were more significant than any of the above, with
the majority of the students being positive and eager to master knowledge after
school.
2.4.2. The project will continue to improve the learning efficiency of

grades 8, 9 in secondary schools through the old by checking the "whole
class"
- With the good results achieved in the 2016-2017 school year, I plan to
use the "whole class" to improve students achievement in grades 8 and 9 in
junior high schools after.
- Apply this method in a uniform manner in all classes assigned to teach.
- Research and study to get an abundance of tests in the form of tests to
avoid boredom for students.
3. CONCLUSIONS - RECOMMENDATIONS
3.1. Conclusion
With the results achieved during the research, implementation I found this
teaching experience has many advantages. It can show the effectiveness right
from the first lesson, and if sustained it will have a positive impact on English
lessons. This approach has a positive impact on both teachers and students.
With the teacher, using this method will force teachers to regularly learn
the subject of the students they teach, prepare the instructions for the simple,
easy to understand, often practice teaching methods so that the skill level will
gradually improve.
For students, learning English lessons is always lively and interesting
activities will make them more interested in the subject, stimulating the spirit,
sense of learning subject. They understand that the better they learn, the more
opportunities they will have to engage in the good work of the unit. As a result,
they will constantly try and make sure that their academic performance will be
improved and encourage students to be more confident in their language skills.
In this subject I am giving some initial experiences, I look forward to the
comments of my colleagues for my initiative to be more complete.
3.2. Recommendations, proposed
Starting from the theoretical basis, the purpose of practical teaching as
well as the successes and limitations of the subject matter, to improve the
effectiveness of English language courses, I have practical recommendations

such as
3.2.1. For teachers
16


- Apply expost by checking "Class" in all classes and all subjects for
students. Examine all of their old "whole class" methods in general English
instructional subjects, teaching special English classes 8, 9 as a new method of
inquiry.
- Teachers must also actively, actively explore creative. However, in the
course of use, the teacher should note the following:
- Do not be too harsh on the old article by checking "Class" is a universal
tool, it just applied itself was able to help improve the efficiency of objects.
- During the application process, the teacher must be flexible to change
the test format to avoid boring, monotonous
- Teachers must know observers, good classroom management to not lead
to orderly students can check the fraud ...
3.2.2. For schools
- Schools focus more on innovation management and teaching methods
- Learning to improve teaching effectiveness.
- Balanced funds invest in professional work to facilitate teachers'
procurement of materials and equipment for teaching.
- Like paper, pens, radios ...
3.2.3. For professional groups
- Enhancing self-learning, self-training to improve the level.
- Strengthening teaching, supervising colleagues for opinions, exchanging,
learning experiences.
- Highly innovative method, teaching organization.
XÁC NHẬN CỦA
HIỆU TRƯỞNG

Tho Xuan, the twenty- fifth of May, 2018
Undertake not to copy
The writer

Đỗ Viết Quế

Lê Duy Ninh

17


THE REFERENCES
*******************************
[1]. Teacher’ book, grade 8 English textbook - Educational Publisher.
[2] . Teacher’ book, grade 9 English Textbook - Educational Publisher.
[3] . The effectiveness of teaching methods - Educational Publisher .
[4]. Teaching English secondary school subjects - Nguyen Danh Chien .

18


DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Lê Duy Ninh
Chức vụ và đơn vị công tác: Trường THCS Xuân Giang - Thọ Xuân

TT

Tên đề tài SKKN

1.

"Improving the effectiveness of learning
English in grades 8 and 9 by checking out
the old text for all students in the class".

Kết quả
Cấp đánh
đánh giá
giá xếp loại
xếp loại
(Phòng, Sở,
(A, B,
Tỉnh...)
hoặc C)
Phòng
GD& ĐT
Thọ Xuân

B

Năm học
đánh giá xếp
loại

2017-2018

19